Self-management and achievement of students with behavior disorders

Abstract

The effect of general self-management skills on the achievement of behavior disordered (BD) students on independent math tasks is described. Eighteen students with behavior disorders were trained to apply general self-management strategies to affect improvement in performance on independent math calculation practice sheets. A single-subject multiple baseline design across three subjects with five direct, concurrent replications was used to analyze the data. Student performance under two separate conditions, baseline and self-management, was compared. Based on the weekly mean percentage of correct responses to daily mathematics worksheets, students' achievement improved significantly under the treatment condition. Implications for the use of self-management strategies by special needs students are suggested.